La Mejora de la Participación e Implicación de las Familias en la Escuela: un Programa en Acción

Abstract

se ha elaborado teniendo como soporte el proyecto de investigación subvencionado en convocatoria competitiva por la Xunta de Galicia, Deseño e avaliación dun programa para a mellora do rendemento educativo do alumnado inmigrante (10SEC214042PR). http://revistas.um.es/reifop http://www.aufop.com/aufop/revistas/lista/digital Santos--Rego, M.A., Lorenzo--Moledo, M. & Priegue--Caamaño, D. (2019). La Mejora de la Participación e Implicación de las Familias en la Escuela: un Programa en Acción. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 93--107. AbstractTaking into consideration the relevance of implementing actions that favor the family--school relationship, this study aims to examine the way in which the socio-educational program ECOFASE has complied with the planned effectiveness in relation to the improvement of the levels of family participation at school and parents´ educational involvement at home. Specifically, the program was implemented in seven (7) secondary schools of the Autonomous Community of Galicia, with the collaboration of 97 families. The results we have obtained confirm that, in general terms, the program has been effective and has managed to meet the families' expectations. On the one hand, the intervention carried out has helped families to reinforce their good practices of educational involvement at home, as the case of accompaniment in the study as well as helping and support provided to their children. On the other, it has had a significant impact on the relationship that parents maintain with the school and, especially, with the tutor.

Main determinants of immigrant families’ involvement and participation in school life /Principales determinantes de la implicación y participación de las familias inmigrantes en la escuela

“…In the same way, mothers are also more likely (Contingency Coefficient = .424; p ≤ .000; Chi-square = 37.576; p ≤ .000) to talk to teachers (participation). These data coincide with other studies that find the key to participation and involvement in mothers (Santos Rego & Lorenzo, 2009).…”

Estructura parental y bienestar de las niñas y niños españoles: Promoción de una parentalidad positiva

“…Preventive family intervention aims to construct resources that will allow families to better face problematic situations and come out of them stronger. It is worth highlighting some documented evidence-based programs in family education (Hidalgo et al, 2016;Martínez et al, 2016;Orte et al, 2019;Rodrigo et al, 2015;Santos-Rego et al, 2019;Torío et al, 2019) as well as resources that parents might use to establish good contact with their children and give them support and guidance (For example, see the Guide to encourage positive parenting from Torío et al, 2022). To sum up, not all of our behavior as parents has the same effect on our children's education.…”

La participación de los diferentes sectores de la comunidad escolar en la acogida del alumnado extranjero: la visión de las familias

“…Pero, para ello, hemos de fomentar una convivencia escolar que apueste por la colaboración, el conocimiento mutuo y el establecimiento de redes de apoyo (Sales et al, 2019;Santos-Rego y Lorenzo, 2012;Traver y Olmos, 2020). Y por ello, hemos de pensar en "nuevas dinámicas organizativas que impliquen al entorno y la comunidad (Traver y Olmos, 2020) y que partan de sus necesidades, intereses y demandas" (Gonzalez y Dusi, 2017; Sales et al, 2021;Santos-Rego et al, 2019).…”